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Deconstructing Standard English Ideology: Elements Of Equitable And Inclusive Language And Literacy Education For Our Times, Gricelda Carbajal

Electronic Theses, Projects, and Dissertations

ABSTRACT

This thesis argues for the deconstruction of the standard English ideology, which holds that standard English is inherently superior to other English varieties. It examines the ideology’s detrimental effects on those who speak and use nonstandard English varieties, mostly minorities and people of color, who are linguistically profiled and marginalized because of the ways they speak. The ideology can also generate intensified reactions to perceived grammar and usage errors in those who subscribe to its prescriptivist views, and can promote judgments and stereotypes which impede communication and connection between people. To help dismantle the standard English ideology, the author …

An Interventionist Approach To Language Study Abroad: Exploring Metalinguistic Awareness In The Acquisition Of Spanish Through Digital Portfolio Documentation And Expert Mentorship, Meredith Mcgregor

Electronic Thesis and Dissertation Repository

Language study abroad offers the possibility of acquiring a multitude of competencies, linguistic and otherwise. While historically study abroad research has emphasized linguistic gains in isolation, it has gradually moved towards a more sociocultural approach whereby individual factors and intercultural competencies are seen as integral to the process of acquiring knowledge of a language. With remaining gaps in the literature, and as new instruments emerge, so too do new opportunities for tracking and measuring learning outcomes in innovative ways. The present study, framed by the intervention hypothesis and sociocultural theory, utilizes the social media platform Google+ as a space to …

How Esol Teachers Become Aware Of Communicative Peace, Josette Leblanc

MA TESOL Collection

This paper examines the implications that the relationship between teacher language awareness and communicative peace may have on educational programs for teachers of English for speakers of other languages (ESOL). The evaluation begins by analyzing proposals set out by the applied peace linguist Francisco Gomes de Matos, who suggests that ESOL teachers should teach communicative peace as an element of communicative competence, and also that education programs should provide training to support this approach. By juxtaposing current literature on structural and linguistic violence with Gomes de Matos' classroom techniques, the hypothesis is made that teachers who would teach communicative peace …